输入输出对二语学习者词汇习得效率的影响

Impacts of input and output on learner's second language acquisition

Krashen的可理解输入假设认为可理解的输入是习得发生的主要因素,而Swain则认为可理解输出才是习得发生的关键。笔者试探究二语学习者词汇学习的输入资源(策略)和输出(活用)策略及它们与学业成就的相关性。结果表明:二语学习者使用输入策略和输出策略的频度均偏低。学习者的词汇学习输入策略与学业成就成正相关,但输出策略与学业成就不相关。由此,从课内课外两方面提出教学建议。

Comprehensible input is viewed as one of the major ＂causative＂ factors in L2 acquisition （Krashen, 1981） whereas comprehensible output hypothesis claims that ＂comprehensible output＂ is the main factor for second language acquisition to take place （Swain, 1985）. This study observes the learners＇ vocabulary learning activities to explore the effectiveness of input and output. Specifically, it has the following two major findings. Firstly, on average, these learners have been proved to be infrequently input and output vocabulary learning strategy users. Secondly, there is a positive correlation between learning outcomes and the frequency of input strategy use but it is not the case for output strategy. The results are in line with Krashen＇s input hypothesis in case of learners. Some suggestions are provided from the perspective of inside and outside classroom activities respectively to ensure extensive input.